コンピュータと情報通信の急速な進歩とその波及効果は簡単に予測することができない時代になって、すべての学問分野に情報通信技術を導入することは、もう不可欠な要素になったといっても過言ではない。 学生レベルでの教育情報化の成果は、主に学力の向上と創造性、問題解決力、コミュニケーション能力などで表現される。最近は、これらを達成するための基礎能力として、情報通信素養(ICT‐literacy)が強調されている。これにより、世界各国では、学生のICTリテラシーレベルを体系的かつ科学的に診断するための研究を継続的に行っている。OECD生徒の学習到達度調査(PISA)によると、韓国は、コンピュータベースの評価で実施されたPISA2015の全領域にかけて到達度がやや下落した。そこで将来の社会の変化に対応して適応できる教育環境を構築し、情報通信技術(ICT)に基づく教授․学習、評価を導入するための研究と支援が必要である。 本論文は、最近、教育界で大きく注目を集めている反転授業による日本語教育と日本語ICTリテラシー教育を融合した授業の事例研究の一つとして、日本語でのICTリテラシーを培養しながら、学習者中心の日本語学習を同時に達成するために、筆者が開発した授業(ICT日本語)とその運営方法などを紹介し、この分野に関心を持って研究者と情報を共有するために作成した。
Recently, the ICT literacy has been emphasized to achieve the educational informatization, whose outcome is mainly represented by the improvement of academic ability, creativity, problem‐solving capability, communication ability and high level thinking‐capability at the student level. Each country has continuously conducted research to systematically and scientifically measure the ICT literacy level of students. According to theOECD’s Program for International Student Assessment(PISA), Korean student’s achievement fell slightly in all areas of PISA 2015, which were implemented by computer based evaluations. Therefore, support is needed to introduce teaching/ learning and evaluation based on the ICT and to establish an educational environment that can develop adaptability for social changes in future. As a part of class case study combining Japanese language education with Japanese ICT literacy education in terms of flipped learning which has gained much attention in educational circles, this paper introduced the operation method and lesson(ICT Japanese) developed by the author to accomplish the Japanese learner’s ICT literacy ability and learner centered Japanese learning. This study was conducted to share the information with those interested in this research field.
Recently, the ICT literacy has been emphasized to achieve the educational informatization, whose outcome is mainly represented by the improvement of academic ability, creativity, problem‐solving capability, communication ability and high level thinking‐capability at the student level. Each country has continuously conducted research to systematically and scientifically measure the ICT literacy level of students. According to theOECD’s Program for International Student Assessment(PISA), Korean student’s achievement fell slightly in all areas of PISA 2015, which were implemented by computer based evaluations. Therefore, support is needed to introduce teaching/ learning and evaluation based on the ICT and to establish an educational environment that can develop adaptability for social changes in future. As a part of class case study combining Japanese language education with Japanese ICT literacy education in terms of flipped learning which has gained much attention in educational circles, this paper introduced the operation method and lesson(ICT Japanese) developed by the author to accomplish the Japanese learner’s ICT literacy ability and learner centered Japanese learning. This study was conducted to share the information with those interested in this research field.
